Economics of Education Review

1981 - 2018

Current editor(s): E. Cohn

From Elsevier
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Volume 64, issue C, 2018

A teacher who knows me: The academic benefits of repeat student-teacher matches pp. 1-12

Andrew Hill and Daniel B. Jones

The rising cost of child care in the United States: A reassessment of the evidence pp. 13-30

Chris M. Herbst

Juvenile crime and the four-day school week pp. 31-39

Stefanie Fischer and Daniel Argyle

Are good researchers also good teachers? The relationship between research quality and teaching quality pp. 40-49

Ali Palali, Roel van Elk, Jonneke Bolhaar and Iryna Rud

Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve? pp. 50-74

Brian Stacy, Cassandra Guarino and Jeffrey Wooldridge

Do high school sports build or reveal character? Bounding causal estimates of sports participation pp. 75-89

Michael Ransom and Tyler Ransom

Bilingual schooling and earnings: Evidence from a language-in-education reform pp. 90-101

Lorenzo Cappellari and Antonio Di Paolo

English proficiency and mathematics test scores of immigrant children in the US pp. 102-113

Ainhoa Aparicio Fenoll

Tuition fees and student effort at university pp. 114-128

Pilar Beneito, José Boscá and Javier Ferri

The puzzle of missing female engineers: Academic preparation, ability beliefs, and preferences pp. 129-143

Ying Shi

The contribution of early childhood and schools to cognitive gaps: New evidence from Peru pp. 144-164

Juan Castro and Caine Rolleston

Do mentoring, information, and nudge reduce the gender gap in economics majors? pp. 165-183

Hsueh-Hsiang Li

Can UTeach? Assessing the relative effectiveness of STEM teachers pp. 184-198

Ben Backes, Dan Goldhaber, Whitney Cade, Kate Sullivan and Melissa Dodson

Exposure to academic fields and college major choice pp. 199-213

Hans Fricke, Jeffrey Grogger and Andreas Steinmayr

Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil? pp. 214-250

Barbara Bruns, Leandro Costa and Nina Cunha

Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database pp. 251-260

Albert Cheng and Gema Zamarro

Are states winning the fight? Evidence on the impact of state laws on bullying in schools pp. 261-281

Julia Manzella

Gendered choices of STEM subjects for matriculation are not driven by prior differences in mathematical achievement pp. 282-297

Moshe Justman and Susan J. Méndez

How much does teacher quality vary across teacher preparation programs? Reanalyses from six states pp. 298-312

Paul von Hippel and Laura Bellows

Nudging in education pp. 313-342

Mette Trier Damgaard and Helena Nielsen

Volume 63, issue C, 2018

Admission to higher education programmes and student educational outcomes and earnings–Evidence from Denmark pp. 1-19

Eskil Heinesen

Stability of income and school attendance among NYC students of low-income families pp. 20-30

Lisa A. Gennetian, Christopher Rodrigues, Heather D. Hill and Pamela A. Morris

How I met your mother: The effect of school desegregation on birth outcomes pp. 31-50

Menghan Shen

The effects of computers and acquired skills on earnings, employment and college enrollment: Evidence from a field experiment and California UI earnings records pp. 51-63

Robert W. Fairlie and Peter Riley Bahr

Do migrant students affect local students’ academic achievements in urban China? pp. 64-77

Haining Wang, Zhiming Cheng and Russell Smyth

The causal effect of age at migration on youth educational attainment pp. 78-99

Dominique Lemmermann and Regina T. Riphahn

A ticket to ride: The unintended consequences of school transport subsidies pp. 100-115

Barbara Masi

Commuting to educational opportunity? School choice effects of mass transit expansion in Mexico City pp. 116-133

Andrew Dustan and Diana K.L. Ngo

Test scores, noncognitive skills and economic growth pp. 134-153

Pau Balart, Matthijs Oosterveen and Dinand Webbink

Early impacts of college aid pp. 154-166

Julio Caceres-Delpiano, Eugenio Giolito and Sebastián Castillo

Does greater primary school autonomy improve pupil attainment? Evidence from primary school converter academies in England✰ pp. 167-179

Joseph Regan-Stansfield

The impact of state-mandated Advanced Placement programs on student outcomes pp. 180-193

Paula Arce-Trigatti

Volume 62, issue C, 2018

General versus vocational education: Lessons from a quasi-experiment in Croatia pp. 1-11

Ivan Zilic

Class meeting frequency, start times, and academic performance pp. 12-15

Chad Cotti, John Gordanier and Orgul Ozturk

Competencies, occupational status, and earnings among European university graduates pp. 16-34

Maite Blázquez Cuesta, Ainhoa Herrarte Sánchez and Raquel Llorente-Heras

Do single-sex schools enhance students’ STEM (science, technology, engineering, and mathematics) outcomes? pp. 35-47

Hyunjoon Park, Jere Behrman and Jaesung Choi

The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance? pp. 48-65

Ben Backes, James Cowan, Dan Goldhaber, Cory Koedel, Luke C. Miller and Zeyu Xu

Smart but unhappy: Independent-school competition and the wellbeing-efficiency trade-off in education pp. 66-81

Gabriel Heller-Sahlgren

Does learning trigger learning throughout adulthood? Evidence from training participation of the employed population pp. 82-90

Anica Kramer and Marcus Tamm

Does choice increase information? Evidence from online school search behavior pp. 91-103

Michael Lovenheim and Patrick Walsh

Short and long-term impacts of an increase in graduate funding pp. 104-112

Vincent Chandler

A classroom experiment on effort allocation under relative grading pp. 113-128

Andy Brownback

TAKS-ing students? Texas exit exam effects on human capital formation pp. 129-150

Chester Polson

Nudging study habits: A field experiment on peer tutoring in higher education pp. 151-161

Todd Pugatch and Nicholas Wilson

School spirit: Exploring the long-term effects of the U.S. temperance movement on educational attainment pp. 162-169

Andrew Francis-Tan, Cheryl Tan and Ruhan Zhang

Thrivers and divers: Using non-academic measures to predict college success and failure pp. 170-182

Graham Beattie, Jean-William Laliberté and Philip Oreopoulos

The evolution of returns to education in the Middle East and North Africa: Evidence from comparable education policy changes in Tunisia pp. 183-191

Miquel Pellicer

The value of earning for learning: Performance bonuses in immigrant language training pp. 192-204

Olof Åslund and Mattias Engdahl

Why do boys and girls make different educational choices? The influence of expected earnings and test scores pp. 205-229

Benoît Rapoport and Claire Thibout

Let the girls learn! It is not only about math … it's about gender social norms pp. 230-253

Núria Rodriguez-Planas and Natalia Nollenberger

The new school advantage? Examining the effects of strategic new school openings on student achievement pp. 254-266

Ayesha K. Hashim, Katharine O. Strunk and Julie A. Marsh

Internationally comparable mathematics scores for fourteen african countries pp. 267-286

Justin Sandefur

The role of information in the application for highly selective scholarships: Evidence from a randomized field experiment pp. 287-301

Stefanie P. Herber

School turnaround in North Carolina: A regression discontinuity analysis pp. 302-320

Jennifer Heissel and Helen F. Ladd